Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Situations requiring intervention may include:
Risk taking behaviour
Behaviour that risks the safety of others
Habitual patterns of behaviour
Dynamics of a group of children
Noise levels
Settling a child into service
Cross cultural interactions and biases
Ethical issues within children's interactions
A severely withdrawn or isolated child
Aggressive or violent interaction between children
A pattern of bullying, teasing
Attitudes of parents to differences among children


Assess the situation may require information gathered by:
Talking to child
Observation of child
Observation of child's interactions with a range of other people
Asking other workers involved with child e.g. Staff, school
Consulting resource staff or others with relevant expertise
Consulting parents and other family members
Talking to other children in the service


Factors that should be identified may include:
Mix of children in the service
Other children's actions
Family circumstances
Program
Events of the day
Environment of the service
'Mood' within the group of children


Resources required to implement strategy may include:
People
Ideas
Equipment

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:
a childcare workplace
children's services, resources and equipment
the local environment


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons